Approaches to Learning:Collaboration
Student accepts that all group members have the right to their own ideas.Literacy
Begin to use appropriate vocabulary in the correct moment. Acknowledge diverse sources and points of view.Information Literacy
Identify primary and secondary sources of information with teacher guidance.Reflection
Reflect on their development with guidance.
Beginning to use tools to evaluate and improve their work.
With guidance can reflect on their progress at regular intervals.Thinking
Independently brainstorm and create a range of age appropriate and feasible ideas appropriate for situation with teacher guidance.
Select valid ideas and create effective and logical plan using available time and appropriate resources.

Lesson Content:
Week 1-Pencil sketching all white still life-teacher demo about composition and pencil use and intro. Cubism.
Week 2-Use of white chalk on black/grey paper to describe form of all white still life
Week 3-Enlarge still life onto A2 and develop cubist style with use of a grid and line movement.
Week 4-Use pastels to create shades of one colour in each section-teacher demo.
Week 5-Artist research-image collection and short essay preparation
Week 6-Complete pastel work
Week 7-Still life drawing-objects that have meaning for students (personal objects)
Week 8-Artist research on Braque and Egyptian/Greek friezes. Design a cubist style frieze that features their chosen personal objects.
Week 9-Using cardboard to give various heights to the frieze-teacher demo on using a craft knife
Week 10-Paint using shades of any colour, newspapers to create coloured multi layered frieze in a cubist style. Teacher demo. on paint and making shades (values).
Week 11-Reflection on work-peer critique and completion
Week 12-Look at Calder and Picasso mobiles. In a group draw the deconstructed elements of the all white still life onto coloured plastic and laser cut. Teacher demo on laser cutting
Week 13- Use wire to suspend the elements of the still life into a mobile.
Week 14-Suspend the deconstructed still life mobiles and draw in extreme light. Reflection on completed tasks via student presentations of independent and group work.

UNIT TWO: January-March 2014

Unit Title: How do I understand that the consequences of my choices can be positive or negative?

Grade 7: 12 weeks

Area of Interaction: Health and social education

Significant Concept: There are many different consequences to the choices I make.

MYP Unit Question: What are the consequences of being creative?

Assessment:

Observation drawing-Criterion B
Research and writing task on masks (history, symbolism and culture)-Criterion A
Basic structure building and extension of mask (features and additional building with wire etc.)- Criterion B, D
Reflection/presentation task (written)-Criterion C

Approaches to Learning:

Collaboration
Student accepts that all group members have the right to their own ideas.Literacy
Begin to use appropriate vocabulary in the correct moment. Acknowledge diverse sources and points of view.Information Literacy
Identify primary and secondary sources of information with teacher guidance.Reflection
Reflect on their development with guidance.
Beginning to use tools to evaluate and improve their work.
With guidance can reflect on their progress at regular intervals.Thinking
Independently brainstorm and create a range of age appropriate and feasible ideas appropriate for situation with teacher guidance.
Select valid ideas and create effective and logical plan using available time and appropriate resources.

Lesson Content:

Week 1-Pencil sketching of masks from a variety of cultures-research and critique. Proportions of the face. Teacher demonstration of symmetry/asymmetry and pattern.Week 2-Function of masks (positive and negative uses). Personality or attributes of animals as stimuli. Use of animal motif and design of personal mask to represent their own personality.Week 3-Preparation drawing two ways to explore use of colour and extensions to the face.Week 4-Colour wheel (cool and warm). Use paint to complete a shades painting using three colours only (warm or cool).Week 5-Artist research-image collection and short essay preparation. Complete paintingWeek 6-Building paper mache onto balloon for understructure.Week 7-Building paper mache onto balloon for understructure.Week 8-Final white layer and start wire extensions to mask.Week 9-Paper mache and building features- final white layerWeek 10-Coloured paper decoration-undercoloursWeek 11- Coloured paper decoration-detailsWeek 12- Reflection on completed tasks via student presentations.

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About Zhuhai International School

Zhuhai International School (ZIS) is located on QiAo Island, an island located approximately 20 minutes from Zhuhai city centre. QiAo Island is an environmental preservationist zone by the Chinese government. An education at ZIS not only provides students with an opportunity to experience China in its most natural environment, but also provides students with an academically rigorous and intellectually challenging international education.